Maria Limniou
Cited by
Cited by
Full immersive virtual environment CAVETM in chemistry education
M Limniou, D Roberts, N Papadopoulos
Computers & Education 51 (2), 584-593, 2008
Teachers’ and students’ perspectives on teaching and learning through virtual learning environments
M Limniou, M Smith
European Journal of Engineering Education 35 (6), 645-653, 2010
Learning, student digital capabilities and academic performance over the COVID-19 pandemic
M Limniou, T Varga-Atkins, C Hands, M Elshamaa
Education Sciences 11 (7), 361, 2021
Traditional and flipped classroom approaches delivered by two different teachers: the student perspective
M Limniou, I Schermbrucker, M Lyons
Education and Information Technologies 23, 797-817, 2018
Integration of simulation into pre-laboratory chemical course: Computer cluster versus WebCT
M Limniou, N Papadopoulos, C Whitehead
Computers & Education 52 (1), 45-52, 2009
The integration of a viscosity simulator in a chemistry laboratory
M Limniou, N Papadopoulos, A Giannakoudakis, D Roberts, O Otto
Chemistry Education Research and Practice 8 (2), 220-231, 2007
Student-teacher interaction in online learning environments
RD Wright
IGI Global, 2014
Online general pre-laboratory training course for facilitating first year chemical laboratory use
M Limniou, C Whitehead
Cypriot Journal of Educational Sciences 5 (1), 39-55, 2010
Collaborative learning: Methodology, types of interactions and techniques
E Luzzatto, G DiMarco
(No Title), 2010
The effect of digital device usage on student academic performance: A case study
M Limniou
Education Sciences 11 (3), 121, 2021
Differences between Facebook and Instagram usage in regard to problematic use and well-being
M Limniou, Y Ascroft, S McLean
Journal of technology in behavioral science, 1-10, 2021
The role of feedback in e-assessments for engineering education
M Limniou, M Smith
Education and Information Technologies 19, 209-225, 2014
Student engagement, learning environments and the COVID-19 pandemic: A comparison between psychology and engineering undergraduate students in the UK
M Limniou, N Sedghi, D Kumari, E Drousiotis
Education Sciences 12 (10), 671, 2022
Disrupting the disruption: A digital learning HeXie ecology model
N Li, H Huijser, Y Xi, M Limniou, X Zhang, MYCA Kek
Education Sciences 12 (2), 63, 2022
Is fitspiration the healthy internet trend it claims to be? A British students’ case study
M Limniou, C Mahoney, M Knox
International Journal of Environmental Research and Public Health 18 (4), 1837, 2021
A country’s national culture affects virtual learning environment adoption in higher education: A systematic review (2001–2020)
N Li, X Zhang, M Limniou
Interactive Learning Environments 31 (7), 4407-4425, 2023
Comparisons between three disciplines regarding device usage in a lecture theatre, academic performance and learning
M Limniou, D Duret, C Hands
Higher Education Pedagogies 5 (1), 132-147, 2020
An integrated lecture, virtual instrumentation lab approach to teaching UV-Vis spectroscopy
M Limniou, N Papadopoulos, D Roberts
Education and Information Technologies 12, 229-244, 2007
The big five, learning goals, exam preparedness, and preference for flipped classroom teaching: Evidence from a large psychology undergraduate cohort
M Lyons, M Limniou, I Schermbrucker, C Hands, JJ Downes
Psychology Learning & Teaching 16 (1), 36-46, 2017
Students’ views for a research-intensive school curriculum in psychology: research-teaching nexus
M Limniou, R Mansfield, C Petichakis
Creative Education 10 (04), 796-813, 2019
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